jUN  t3  V323 


Home  Economics  Circular  No.  16.  November,  1922. 

DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 
WASHINGTON.   D.  C. 


APPLIED  SCIENCE  COURSE  FOR  HIGH-SCHOOL  BOYS. 


INTRODUCTION, 

Worthy  home  membership  is  one  of  the  objectives  strongly  em- 
phasized by  the  Committee  on  the  Reorganization  of  Secondary  Edu- 
cation. In  the  various  sessions  of  this  committee  it  was  reiterated 
that  every  member  of  a  household  has  some  responsibilities  in  rela- 
tion to  the  comfort  and  welfare  of  other  members  of  the  home.  Only 
the  smallest  infant  should  be  exempt,  and  that  only  until  such  a 
time  as  the  child  is  able  to  keep  its  own  playthings  in  order.  Even 
the  sick  are  obligated  to  inconvenience  others  as  little  as  possible, 
and  to  do  such  tasks  for  themselves  and  others  as  are  within  their 
strength  and  ability. 

Home  economics  courses  have  these  objectives:  The  command  of 
certain  skills;  a  degree  of  prevocational  trainiiig;  health;  and,  most 
especially,  worthy  home  membership. 

Thus  far,  little  stress  has  been  placed  upon  either  of  the  last  two 
objectives  in  planning  courses  of  instruction  for  boys.  Recently,  in 
certain  schools,  health  education  has  received  some  emphasis,  but 
home  membership  is  still  ignored. 

Believing  that  the  term  "home  economics,"  applied  to  any  course 
intended  for  boys,  will  imperil  the  popularity  of  that  course,  it  is 
suggested  that  some  other  name  be  given  to  the  instruction  primarily 
intended  to  function  in  a  boy's  home  life. 

The  caption  of  this  publication  may  be  chosen  as  the  name  of  the 
course,  or  some  other  may  be  found  more  attractive.  Household 
mechanics  and  practical  arts  are  both  applicable.  Whatever  the 
name  decided  upon,  the  objectives  will  be  the  same,  to  give  the  boy 
an  understanding  of  household  and  home-life  problems,  develop  a 
skill  in  certain  mechanical  problems  and  awaken  a  sense  of  responsi- 
bility for  the  welfare  and  pleasure  of  others  within  the  home,  and  to 
provide  a  scientific  basis  for  certain  health  teaching. 

It  is  suggested  that  this  course  will  prove  most  satisfactory  and 
most  popular  if  several  departments  of  the  school  cooperate  in  pro- 

20110°— 22 


APPLIED  SCIENCE  COURSE  FOR  HIGH-SCHOOL  BOYS. 


Classroom  icork — ContiniK>d, 

7.  Faulty  habits  in  eating— hastily,  tr- 

I'egularly,  etc. 

8.  Sniiitation  of  food : 

(A)  In  camp. 

(B)  In  home. 

(C)  In  stores  and  markets. 

9.  Preservation  of  food: 

(A)  In  canip — 

(a)  Game. 

(6)  Fish. 

(c)   Eggs. 

id)  Butter. 

(e)  Cereal  products. 
In  home — 

Canning. 

Drying. 

Salting. 

Storage. 

Butchering     and     curing 
meat. 
In    commercial   concerns — 

Cold  storage. 

Salting. 

Drying. 

Canning. 

Packing  hoxises. 
Tests    for    adulterants    of 

foods — 


(B) 


(C) 


(D) 


Laboratory  icork — Continuerl. 

Practical  methods  of  cooking — Con. 

B.  By  hot  water — 

Boiled  dried  fruit. 
Boiled  onions  (buttered). 
Boiled    potatoes    (jackets 

on). 
BoUed  salt  mackerel. 

(Combine    in    a    camp 
dinner. ) 

C.  By  steam— ^ 

nice  and  raisins  in  double 

boiler. 
Steamed  turnips?, 
ftlacaroui  with  tomatoes. 
Braised  beef. 

(Prepai'e  and  serve  as 
home  dinner.) 
Special  camp  dishes : 
Apple  sauce. 
Stewed  tomatoes. 
Cocoa. 
Fried  fish. 
Vegetable  soup. 
Meat  stew. 
Corn  bread. 
Hot  biscuit. 
Ginger  bread. 
Foods  requested  by  class. 
Home  meal  service. 
Camp  work : 

Packing  food. 
Transporting. 
Protecting. 
Open-fire  cooking. 
Camp  dish  washing. 
Camp  sanitation. 


Clothing  (about  3  weeks). 


Choice  of  clotliing: 

(a)  Materials  used  in  suits — 

Qualities  to  be  looked  for. 
Common    deceptions    as    to 

quality. 
Colors  most  apt  to  fade. 
Weaves  that  tear  easily. 
Trade  names  o£  cloths  made 

from  wool. 

(b)  Materials  used  in  socks — 

(1)   Wool,  silk,  fiber  silk. 
Cotton    and    mercerizetl 
cotton. 
(Comparative    wearing 
qualities.) 


Choice  of  clothing — Continued. 

(b)  Materials  used  in  socks — Con. 

(2)   Methods     of     weaving 
socks. 

(c)  Kinds  and  wearing  qualities 

of  different  leathers  used  in 
shoes. 

(d)  Methods  of  preserving  shape 

and  appearance  of  garments. 
Care  of  clothing : 

Removing  spots  and  stains. 
Pressing  suits. 

Cleaning  neckties  with  gasoline. 
Sewing  on  athletic  stuff — 
Mending  baseball. 
Mending  baseball  gloves. 
Mending  sweaters. 


APPLIED  SCIENCE  COUBSE  FOE  HIGH-SCHOOL  BOYS. 


Care  of  clothing— Continued. 

Sewing  on  athletic  stuff — Contd. 

Sewing  on  buttons. 
Minor  repairs  to  stioes. 


»  Care  of  clothing — Continued, 
Washing  wliite  sweaters. 
Sewing  on  insignia. 
Shortening  trunks^ 


Sanitation  (9  weeks). 


Classroom. 


Heating  a  dwelling.    Heat  by  convec- 
tion, conduction,  and  radiation. 
Househeating  by  stoves,  fireplaces,  hot- 
air  furnaces,  and  by  steam  and  hot 

water. 
Relation  of  moisture  to  sensation  of 

warmth. 
Kind  of  fuel  and   relative  heat  units 

per  pound. 
Comparative  costs  of  various  locally 

used  fueLs. 
Fuel  saving. 
What  constitutes  adequate  ventilation 

of  a  room. 
Sanitary  plumbing  devices. 
Possi])le    spread    of    disease    tlirough 

bathroom  equipment. 
Personal  ownership  and  private  use  of 

toilet  articles. 
Unhygienic    practices    and    spread    of 

disease. 
Disposal  of  household  wa><te. 
•Disposal  of  city  garl)age. 
Dispo.sal  of  sewage. 
City     water      supply — Sanitation      of 

swimming     pools      and      swimming 

holes. 
Disea.se-carrying     in.'^ects     and     their 

eradication  or  exchision. 
Rixtents  as  disease  carriers  and  their 

eradication. 
Relation   of   household   cleanliness   to 

health. 
Composition     and     uses     of     various 

paints,    varnishes,    oils,    and    waxes 

used  in  the  household. 


STiop. 

Visits  to  residences  in  construction. 
Visits  to  hardware  establishments  with 

studies  of  heating  apparatus. 
Collection  of  samples  of  various  fuels 

and  lists  of  prices  of  fuels. 
Lesson   in  building  and  caring  for  a 

furnace  fire.     (May  use  school  heat- 
ing system.) 
Lesson  in  sifting  ashes. 
Covering  heat  pipes. 
Taking  down  furnace  pipes. 
Cleaning  hot-water  heater. 
Repairing  different  types  of  taps. 
Cleaning  sink  trap. 
Repairing  cistern  to  toilet. 
Pipe  fitting. 
Thawing  frozen  pipes. 
Cutting  off  water,  gas,  and  electricity.. 
Reading  meters. 

Repairing  telephone  and  electric  bell. 
Repairing  electric  iron  and  toaster. 
Inserting  fuses. 

Elementary  electric  wiring  work. 
Making  screens. 
Visit  ta  city  waterworks  and  sewage 

plant. 
Visit  to  abattoir,  dair>-,  and  markets 

to  observe  sanitation. 
Visits  to  plumbing  establishments. 
Removing  old  finish  from  floors. 
Retinishing   with  paints,   varnish,   oil, 

and  wax. 
Making  paste  for  paper  hanging. 
Repairing      and      retinishing      cliairs, 

tables,  etc. 


First  aid  work  (.i  weeks). 

In  addition  to  the  preceding  semesters  course  (one  semester  if  given  the  time 
suggested,  two  semesters  if  given  less  time  per  week),  instruction  should  be 
given  In  first  aid  and  emergencies.  Whoever  gives  this  instruction  should 
understand  the  boy's  viewpoint  and  tl»  emergencies  which  are  most  apt  to 
be  encountered.  Burns,  bruises,  punctures,  cuts,  fractures,  sprains,  disloca- 
tions, fainting,  unconsciousness  from  iujiu'ies,  drowning,  ivy  poison,  bites  of  . 
Insects,  reptiles,  and  of  dogs  are  more  apt  lo  fall  to  the  lot  of  boys  than  of 
girls;  while  certain  first  care  of  the  sick  is  quite  as  apt  to  be  demanded  of 


6 


APPLIED  SCIENCE  COURSE   FOR  HIGH-SCHOOL  BOYS. 


(he  one  as  of  the  other.  Therefore,  in  addition  to  first  aid  in  accidents,  a 
boy  should  receive  some  instruction  in  giving  first  care  to  the  sicli. 

Being  able  to  recognize  a  fever,  relieve  a  headache,  intelligently  observe  the 
condition  of  the  pulse  and  breathing,  and  prepare  a  hot-water  bottle  or  a 
simple  beverage  are  higldy  desirable  accomplishments.  Nor  should  a  boy  be 
ignorant  of  liovv  to  lift  a  sick  or  injured  person. 

There  are  home-economies  women  who  can  give  this  course;  there  are  also 
school  nurses  able  to  make  the  right  approach,  and  certain  physical  directors 
are  particularly  well  prepared  to  interest  the  boys  along  these  lines.  Certainly 
it  is  more  esvsential  that  the  material  be  presented  l)y  a  sympathetic  and  well- 
prepared  person  than  that  any  certain  department  administer  it. 

Personal  health  (5  weeks). 


General  outline. 

Health  and  disease,  definitions. 

Causes  of  disease: 
External. 
Internal. 

Ingress  of  microoi-ganisms,  skin,  diges- 
tive tract,  respiratory  tract,  and  re- 
productive organs. 

Protection  from  diseases  caused  by  mi- 
croorganisms —  cleanliness,  personal 
care,  etc. 

Bodily  resistance  to  disease. 

Natural  immunity. 

Acquired  immunity. 


Oeneral  outline. 

Counnon  infections — boils,  styes,  ring- 
worm, colds,  pneumonia,  diphtheria, 
sore  throats,  scarlet  fever,  measles, 
pink  eye,  etc. 

Common  carriers  of  infection — water, 
milk,  pencils,  hands,  garments,  etc. 

I'ersonal  care  of  hands,  feet,  skin,  hair, 
and  teeth. 

Personal  habits :  Hands  about  face, 
nail  biting,  coughing,  etc. 

Proper  conditions  for  refreshing  sleep. 

Care  of  the  excretory  organs. 

Hygienic  clothing. 

Mental  effect  upon  physical  well-being. 


Cost  of  living  (9  weeks). 

The  instruction  in  cost  of  living  may  be  given  in  the  department 
of  social  science,  or  by  the  home-economics  teacher,  or  even  the  prin- 
cipal of  the  school  may  desire  this  contact  with  the  boys  of  the  school. 
The  work  does  not  essentially  differ  from  that  given  to  the  girls  in 
the  home-economics  classes,  but  it  is  considered  better  to  keep  the 
classes  separate. 


Recitation. 

Average  incomes  in  the  United  States 

for  dilTerent  occupations. 
Budgeting  the  average  income. 
Budgeting  the  personal  share  of  a  high- 
school  boy. 
Investment  of  savings: 

Insurance. 

Savings  banks. 

Government  bonds. 

Building  and  loan  associations. 

Real  estate. 


Laboratory. 

Simplified  personal  and  household  ac- 
counting. 

Visits  to  banks. 

VMsits  to  "  cash  and  carry  stores,' 
"  credit  and  delivery  stores,"  and 
public  markets. 

Visits  to  cold  storage  plants. 

Visits  to  "  installment  plan  "  stores. 

Compilation  of  price  lists. 


APPLIED   SCIENCE   COURSE  FOR  HIGH-SCHOOL  BOYS. 


Recitation — Continued. 
Banking : 

Clieclving  account. 
Writing  checks. 
Drafts. 

Deposit  slips,  etc. 
Mortgages. 

Conditions  affecting  the  cost  of  living : 
Foods — px'oduction,  transportutii  n. 
storage,  distribution,  charge  ac- 
counts,   delivery,    attractiveness 
of  package. 
Clothing. 
Shelter. 
Transportation. 


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